This document proposes an educational program for students at Transitions Learning Center to address conflict management. The program will incorporate team building exercises and education on bullying and conflict resolution over three weeks. An assessment found bullying is prevalent at the school. The program aims to educate 85 students on bullying types and have 55 students demonstrate conflict management skills through group activities. It will be evaluated through pre- and post-tests. The program addresses a need, as students at the alternative school have experienced bullying and violence issues. It will use the Precaution Adoption Process Model to change students' beliefs about conflict management.

1. Program Proposal 1
Program Proposal
Jasmine Elder
Sa’sha Moody
Cieara Poole
Emma Wright

2. Program Proposal 2
Abstract
Upon being paired with Renee Perry, four Program Planning students spent a semester
planning an educational program for the students of Transitions Learning Center. With bullying
being of high prevalence at Transitions Learning Center, the group’s program focus became
conflict management. Through reviewing of current research, the planning committee found
that group interactions substantially aided youth with anger coping skills. The purpose of the
proposed program is to incorporate team building exercises to show students how to solve
conflicting situations in their daily lives.
Through the course of three weeks, students at Transitions Learning Center will
participate in an educational session that reviews the types of bullying and the styles of conflict
management. Students will be issued fact sheets as reinforcing tools to retain the information.
Following the session, students will be placed in various scenarios that promote conflicting
circumstances and will work through them in assigned groups. At the close of the program,
students at Transitions Learning Center are expected to be informed on proper ways to interact
appropriately in conflicting situations. The planning committee will measure the students’
progress through International Review Board certified pre-tests and post-tests.
Introduction
Bullying is a quickly growing public health concern at state, national, and global levels.
According to the U.S. Department of Health and Human Services ([USDHHS] 2013),
(www.stopbullying.org), bullying is defined as intentionally aggressive verbal, social, or physical
behavior aimed at a specific person or group. These behaviors are often repeated. Bullying
encompasses a variety of actions. These actions include harassment, threatening, social

3. Program Proposal 3
exclusion, and physical aggression (Nese et al, 2014). Bullying is not discriminatory—it occurs
amongst all individuals. Although it can occur in a of variety places, bullying is a serious issue in
many schools around the world (Nese et al, 2014).
Bullying and acts of violence among youth in school has become more of an issue in the
past century. Among youth, bullying is global educational concern (Sretenović, 2013). It is
important that programs and interventions are available to youth to target the issues of bullying
and violence. Many students have trouble properly expressing their emotions and will express
them in negative ways such as choosing to bully others. Individuals who engage in team games
and sports widen their social network and have opportunities for positive and healthy social
interactions. They also gain social support from their team, coaches, and many other people,
which enhances their communication and interaction skills to work out miscommunication,
express themselves, and deal with pressures and expectations from peers or authority figures in
socially acceptable ways (JOPERD, 2014). Team building, therefore, can have a powerful impact
on individuals and could help deter them from violence (JOPERD, 2014).
Various interventions have been implemented aiming to increase students’ knowledge of
proper ways to manage conflict. Graves, K. N. et al, (2007) emphasize the Win-Win Resolutions
Program to students in middle and high school. It was implemented at Title I public schools
across Guilford, North Carolina. The program was designed to see how knowledge of conflict
resolution could be enhanced through interactive drama and role-play. An instrument was
constructed to scale the participants’ knowledge at the end of the program. The results denoted
that middle and high school students showed a decrease in relational aggression and an increase
in general knowledge of positive conflict management strategies (Graves, K. N. et al, 2007).

4. Program Proposal 4
The Student Created Aggression Replacement Education [SCARE], program is another
intervention targeting anger and aggression management. This program was developed to focus
on coping skills that help manage anger and aggression. Following the SCARE program, the
SCARE booster program was implemented to view the maintenance of coping skills in individuals
who participated in the original implementation. Bundy, A. et al, (2011) described that the
purpose of the program was to decrease situational and dispositional anger while increasing the
students’ ability to take the perspective of others. The fifteen-session program targeted three
sections—(1) Recognizing anger and violence in the community, (2) managing and reducing
ones’ anger and (3) defusing anger and violence in others. Randomly selected students who
participated in the SCARE program were then formed into groups to be a part of a five-week
booster session to get feedback regarding the appropriateness and impact of the program. This
program and booster showed that students who participated in the SCARE program and the
booster had a promise for maintaining skills that they were introduced to during the initial
fifteen-session program (Bundy, A. et al, 2011).
Creating a program around group cooperation can greatly impact conflict management
(Burt, 2012). Developing leadership in youth increases behavioral self-efficacy and provides a
buffer against aggressive behavior (Burt, 2012). Putting students in situations where they must
communicate and must work together with one another to complete a task, requires some
students to step down and step up. When youth have the opportunity to increase their
leadership potential, a number of positive benefits emerge (Burt, 2012). Increasing leadership
opportunities empowers the students at Transitions Learning Center and could increase
perceived self-image (Burt, 2012). Giving emotional support to the students can encourage

5. Program Proposal 5
positive behavior in class and out of class. This can be displayed in the form of praising and
complimenting which can cause positive advancement (Burt, 2012). This system works best at
locations where school counselors were knowledgeable about participants’ backgrounds; which
allowed them to provide critical information to the mental health counselor before and after the
group sessions (Burt, 2012). Youth struggling with relational and social competencies need to
have something positive they take pride in creating (Burt, 2012).
Team building exercises act as a forum, showing students how to work as a team to
resolve problems. Using these types of exercises will promote physical activity along with
showing students how to resolve conflict. Team building exercises were thought to be important
due to the sedative environment that the students were required to be in daily. Conflict
management was chosen because of the high prevalence of students entering into Transitions
Learning Center due to their history in negative encounters involving peers. The goal of
incorporating conflict management skills with team building exercises requires the students to
actively work though problems in a safe and controlled environment, allowing them to be able to
exhibit what they learned in the lecture before. The purpose of the program is to incorporate
team building exercises to show students how to resolve conflicting situations in their daily lives.
Needs Assessment
Youth violence is growing as a public health concern. In 2012, there was an estimation of
749,200 nonfatal, violent victimizations in schools involving students in the 12-18 age group
(Centers for Disease Control, 2015). These victimizations can cause a spectrum of detrimental
effects on a child’s health. Students who are victims of bullying are subject to experiencing
depression, anxiety, fear and other psychological ailments. Furthermore, due to their

6. Program Proposal 6
victimizations, students could be more prompted to participate in risky behaviors in order to
cope. According to the CDC 2013 national representative sample of youth in grades 9-12, 19.6%
of students reported to have been bullied on school property; even more, 7.1% reported that
they did not attend school because they felt unsafe on the property. Due to its heightened
prevalence, school violence continues to grow as a public health issue.
The Transitions Learning Center (TLC) is an alternative school that serves students from
various Bulloch County High School in Statesboro, Georgia. Students served at Transitions
Learning Center are those that have been referred, by their home schools, to an alternative
learning environment. Many of the students at the TLC are enrolled due to past actions of
bullying/violence at their home school. The students are placed in a non-traditional learning
environment in order to steadily decrease disruptive behavior.
Community Description
Bulloch County is located in rural, southeast Georgia. It encompasses four counties—
Statesboro, Brooklet, Portal, and Register. The Census Bureau estimated the population of
Bulloch County to be 72,087 in 2014. Statesboro, where Transitions Learning Center is located, is
a part of Bulloch County which is growing exponentially. The city of Statesboro population
estimates to about 29,937 (Census Bureau, 2015) and also houses Georgia Southern University
which adds 20,514 students as of 2014 (Enrollment Data, 2014). Bulloch County is continuing to
grow more diverse over time. According to data, the racial make-up is as follows: 67.4% White,
28.9% Black or African American alone, 0.4% American Indian and Native Alaskan, 1.6% Asian
alone, and 1.6% of two or more races (Census Bureau, 2015). Data has also shown that from

7. Program Proposal 7
2009 to 2013, 31.3% of local Bulloch County residents are below the poverty level and the
average median household income $35,840 (Census Bureau, 2015).
Preliminary Qualitative and Quantitative Data
In the early spring of 2015, informal interviews took place at the Transition Learning
Center. The first person interviewed was Renee Perry, the counselor at the school. Before this
meeting, Mrs. Perry suggested coming in to observe the environment before collaborating on a
plan (R. Perry, personal communication, January 30, 2015). Upon arrival, the planning committee
was required to wait in the locked lobby. Observed was a bolted door with security locks,
managed by a secretary. The planning committee waited till Renee Perry granted access. When
she was asked about the security measures on the premises, she explained in further detail how
the nature of the school required such actions. These protocols were extended to the classroom
as well. There are three classrooms on one hallway. In order to change classrooms or go to
lunch, one class will exit the hallway, jackets off and by their sides, and line up against a barren
white wall. Once all the students are in the hallway, they will proceed to their predefined
destination. Each class is moved three times: two class changes and once to go to lunch. There is
only allowed to be one class in the hallway at one time (R. Perry, personal communication,
January 30, 2015). When asked if the students were allowed to interact with other students from
different classes she replied, “No, the classes are split up the way they are due to the fact that
some students who came here were involved with each other in negative ways” (R. Perry,
personal communication, January 30, 2015). When asked if they had any physical activity at all
during the day she replied, “No” (R. Perry, personal communication, January 30, 2015). Mrs.
Perry was then asked to give her opinion on the environment that she and the students were in.

8. Program Proposal 8
In so many words, she said that she wishes it could be different, but due to the students and why
they were here, this is the only option to keep the school and faculty the safest (R. Perry,
personal communication, January 30, 2015). When asked about the lack of physical activity
Renee Perry said, “I know they will jump at any opportunity to do anything but sit in front of
their computer screen all day. Most of them want the chance to go and play outside” (R. Perry,
personal communication, January 30, 2015).
In a TLC survey, that was distributed to get student feedback to help focus the Project
Success Counseling Program to the needs for her population, student responses were analyzed.
Mrs. Perry handed out and received back 56 surveys from students that attended the Transition
Learning Center. The questions were focused on topics that the student thought he or she would
benefit from learning about through the Project Success Counseling Program. The questionnaire
offered 19 topics to choose from, and the student was given the option to select as many as they
wanted. Along with those options, an empty space was left to write in any additional topics.
Topics that related to conflict resolution were as follows: anger management, communication
skills, family relations, job seeking/keeping skills, peer pressure, peer relationships, problem
solving/coping skills, and school/classroom behavior.
Community Link
Students who are at risk and having trouble in regular school are often sent to Transitions
Learning Center (TLC). The TLC is designed to provide a smaller, safe learning area where
students can focus on academics instead of the social issues that affect some students at larger
schools (Transitions Learning Center, 2015). Students who attend TLC have access to teachers
who can work one-on-one with students as needed to ensure learning is occurring daily and

9. Program Proposal 9
provide an environment that fosters positive behaviors and academic growth (Transitions
Learning Center, 2015). The TLC has tutors, high school teachers and Georgia Southern
University students who rotate throughout each classroom. The rotation allows interaction for
students and clearer understanding of the curriculum being taught by E2020 (Transitions
Learning Center, 2015). Transitions Learning Center also has a full-time guidance counselor
available to meet with the students and give them advice on furthering their education, reaching
career goals, and whatever issues that they may be facing at the time, whether it is school
related or unrelated. The proposed program will incorporate group activity into the daily
activities of the students at TLC, while also combating issues with conflict management amongst
the youth there.
Mission Statement:
The mission of the program is to educate youth on the importance of conflict management and
to reduce violence through informational and physical activities.
Goals:
Goal # 1: Bullying: To increase the knowledge of students at Transitions Learning Center
about bullying.
Objective #1: By the end of October, 2015, 85 students from Transitions Learning
Center will participate in an interactive educational course explaining the 4 types of bullying that
occurs.
Objective #2: By the end of October, 2015, 85 students from Transitions Learning
Center will successfully understand limits of hostile social interactions by identifying 3 out of the
4 types of bullying during the end of program post-test.

10. Program Proposal 10
Goal # 2: Conflict Management: To improve the behavior of managing conflict in
appropriate ways and promote effectively communicating through issues in a constructive
manner.
Objective #1: By the end of October, 2015, 55 out of the 85 students from
Transitions Learning Center will successfully identify 4 out of the 5 skills on how to effectively
solve conflicting issues using group interaction.
Objective #2: By the end of October, 2015, 55 out of the 85 students from
Transitions Learning Center will participate in group activity to work through conflict
management.
Framework
The priority population for this program are students in Bulloch County that are enrolled
in the Transition Learning Center. Students are sent to this school as an alternative from
attending regular public school, because of bad conduct, often involving acts of violence and
bullying. This program will focus on improving the conflict management skills of the students
when dealing with problems amongst their peers, family, and teachers.
The precaution adoption process model’s (PAPM) goal “is to explain how a person comes
to the decision to take action, and how he or she translates that decision into action” (Cohen et
al., 2008, p. 126). This model incorporates seven different stages. The PAPM is most applicable
for use with the adoption of a new precaution, or the abandonment of a risky behavior that
requires a deliberate action. It can also be used to explain why and how people make deliberate
changes in habitual patterns. It is not applicable for actions that require the gradual

11. Program Proposal 11
development of habitual patterns of behavior such as exercise and diet (Cohen et al., 2008). This
model will work well for the students at Transition Learning Center because a lot of the
behaviors that the student’s exhibit are repetitive behaviors, can be detrimental in the near
future, and require immediate changes.
When implementing the conflict management program for middle school and high school
aged students at the Transition Learning Center, the third stage of the precaution adoption
process model will be focused on. For the target audience, changing beliefs, fears and worries
about conflict will be obtainable in the time period allowed. At the peak of the program,
students will move from stage three, deciding about acting, to stage four or five which is
deciding not to act or deciding to act. In order for the student to reach this level, an educational
course will be held. During the initial session, students will be considered unaware of the aspects
of conflict management. The program will contain an educational course that will consist of
scenarios that will engage students in the issue at hand. The course will include the hazards and
likelihood of conflict, how a student can be susceptible to conflict, and how they interpret the
effectiveness and difficulty of taking action to prevent conflict. This stage also takes into account
personal aspects and views which will be addressed, centralizing on the root of conflict. All of
these things will help in educating the students of the Transition Learning Center.

12. Program Proposal 12
Figure 1. The precaution adoption process model (Stanger-Hall, 2011).
Participants
A convenience sample of 85 students from the Transitions Learning Center was obtained.
Participants of the study were obtained through collaboration with the community partner,
Renee Perry. The demographics of the students will be males and females who are ranged in age
from 13-18 years old, and consist of various ethnicity groups.
Intervention
During the program implementation, the students at the Transition Learning Center will
participate in two different sections of the program. The first section of the program will be an
informational session. It involves a PowerPoint lecture portion where facts on the hazards of not
managing anger will be shown.
The next week will include a group activity. We will take twenty students at a time to
participate in a thirty-five minute program. The program leaders will provide an introduction to
explain the games rules and regulations. The students will be put into groups of five. They will be
previously assigned groups and be required to work on conflict management skills together in
series of stages. During each stage there will be a scenario presented in which conflict is

13. Program Proposal 13
present. Each group must come up with an appropriate response on how they would resolve the
issue. After that, the students will perform an act together, while using skills learned that will
help in conflict management. After all five stages are completed the students will be released
back to their classes.
Measures
Before the session, pre-tests will be distributed and after the session post-test will be
distributed. The program is designed to measure the participant’s ability to effectively resolve
conflict. Measurement was established through the use of a self-reported behavioral survey that
included 21-items, which measured habits of anger and managing conflict. Each survey had an
identifier using the last 4 digits of their student ID to match the scores to the pre and post-test.
The instrument took into consideration positive and negative behaviors, as well as reactions to
the behaviors of peers. In addition to the survey items, there were three demographic questions
on the pre-test. Participants will be kept confidential.
Data analysis for the program was run on the SPSS Software, version 21 (SPSS Inc.,
Chicago, IL). Statistical analysis conducted on this study was inferential statistics that compared
behavioral differences. We also measured the change between pre- and post-intervention
behaviors of the study. Descriptive data will be applied to the specific group that we worked
with (age, gender, program evaluation questions and ethnicity).
Intervention Strategies
The intervention proposed for this program will contain a combination of health
education and health communication strategies. The following steps will be executed to increase

14. Program Proposal 14
knowledge of proper conflict management and reduce the amount of conflict at TLC. The group
targeted will be students at the Transitions Learning Center.
Health Communication Strategies
· Tools used to communicate with the primary audience will include short lectures,
discussions, and printed materials such as educational information that discuss the types of
bullying and conflict management in the form of flyers and fact sheets.
· Communication to the primary audience will be achieved through an interpersonal channel
by working closely to build rapport with the students in order to participate in the program
effectively.
Communication with the primary audience about the program will be done at Transitions
Learning Center by the Planning Committee. The use of educational fact sheets and flyers will
last throughout the duration of the program. The primary audience will be able to express their
personal feelings on the four types of bullying and explain what they learned about concerning
the proper ways to engage in conflict management.
Health Education Strategies
· Inform the primary audience on the types of bullying
· Teach coping skills to the primary audience to appropriately handle conflict and/or ways to
avoid conflict.
· Power Point presentation will be provided to the primary and secondary audience to
reinforce the four types of bullying and skills on how to effectively solve conflict.

15. Program Proposal 15
· Supplemental materials (i.e. pre-test and post-test) will be provided to scale the knowledge
and comprehension of the primary audience. This will allow the planning committee to gauge
the audience’s knowledge and reinforce certain concepts based on test scoring.
Education of the primary audience will be done during the first week of the program,
which is projected to be a total of three weeks. The implementation group will visit Transitions
Learning Center and give an informational session, followed by a pre-test which will then be
followed by an instructional presentation on the four types of bullying and proper ways to
engage in conflict management.
Georgia Southern University Prepared by: Group 2
Conflict Management: Day 1
Objective:
1. By the end of October, 2015, 55 of the 85 students from Transitions Learning Center
will have participated in an interactive educational course explaining the 4 types of
bullying that occurs.
2. By the end of October, 2015, 55 of the 85 students from Transitions Learning Center
will be able to successfully understand limits of hostile social interactions by identifying
3 out of the 4 types of bullying during the end of program post-test.
Materials:
PPT presentation, Note Cards, Pre-Test
Time: Type Action

16. Program Proposal 16
2 min
3 min
10 min
8 min
2 min
Lecture
Pre-Test
Lecture
Discussion
Wrap up
Intro to purpose of program
Students will take pre-test to assess their
current knowledge on conflict management
Will discuss the four types of bullying and
proper ways to deal with conflict.
Hold a question and answer session to clarify
any misconceptions to ensure they are
adequately prepared in activity for the next
day.
Pass out conflict management fact sheet for
them to take home and discuss activity for
the next day.
Georgia Southern University Prepared by: Group 2 Date
Conflict Management: Day 2

17. Program Proposal 17
Objectives:
1. By the end of October, 2015, 55 out of the 85 students from Transitions Learning Center
will successfully identify 4 out of the 5 skills on how to effectively solve conflicting issues while
using group interaction.
2. By the end of October, 2015, 55 out of the 85 students from Transitions Learning Center
will participate by using group interaction to work through conflict management.
Materials:
Inside or Outside Area, Gym Equipment, Post Test
Time: Type Action
5 min
20 min
10 min
Discussion
Group Activity
Discussion
Will discuss the course activity to make sure that
students understand what to do with the activity.
4 Groups with 5 Students will participate in
physical activity to prove their knowledge on what
they learned and to also gain physical activity as
well.
Answer any questions from the audience or
present questions to the crowd
Planning Committee Members

18. Program Proposal 18
This planning committee is a group of people who will work together and will be
representatives that hold different positions within the program. The members of this
committee come from Georgia Southern University in the college of Public Health and from the
Transition Learning Center. This will allow for various viewpoints and ideas to be shared. The
members include:
Ashley D. Walker, Ph.D., CHES, Jiann-Ping Hsu College of Public Health
Renee Perry, Counselor at Transition Learning Center
Emma Wright, Health Education and Promotion major, Program Leader
Cieara Poole, Health Education and Promotion major, Program Leader
Sa’sha Moody, Health Education and Promotion major, Program Leader
Jasmine Elder, Health Education and Promotion major, Program Leader
Each of these group members will play a major role in the program discussing conflict
management. Dr. Ashley Walker works in the Jiann-Ping Hsu College of Public Health at Georgia
Southern University. She will provide guidance and direction for the program. Dr. Walker will
provide education to the team on information that is needed to educate the students of the
Transition Learning Center. Renee Perry is a Counselor at the Transition learning center. She will
provide an insight on the focus population, provide a location for the program and access to the
students, and she will obtain approval from the school. Emma Wright, Health Education and
Promotion major, will use the knowledge of the community and personal experience with the
issue to help educate the students on proper ways to resolve conflict. Cieara Poole is a Health
Education and Promotion major; she was put on the planning committee to help plan and
implement the program at Transitions Learning Center. Sa’sha Moody is a Health Education and

19. Program Proposal 19
Promotion major; she was put on the planning committee because of her experience in
mentorship, and to help plan and implement the program at Transitional Learning Center.
Jasmine Elder is a Health Education and Promotion major; she will use her knowledge and
experience in mentorship to teach and guide the students, and to also help plan and implement
a program for students at the Transitional Learning Center.

20. Program Proposal 20
References
Bundy, A., McWhirter, P. T., & McWhirter, J. J. (2011). Anger and Violence Prevention: Enhancing
Treatment Effects Through Booster Sessions. Education & Treatment Of Children (ETC),
34(1), 1-14.
Burt, I., Patel, S. H., & Lewis, S. V. (2012). Anger Management Leadership Groups: A Creative
Intervention for Increasing Relational and Social Competencies With Aggressive
Youth. Journal Of Creativity In Mental Health, 7(3), 249-261.
doi:10.1080/15401383.2012.710168
Centers for Disease Control and Prevention, (2015). 2013 Understanding School Violence. Fact
Sheet. Retrieved from website:
http://www.cdc.gov/violenceprevention/pdf/school_violence_fact_sheet-a.pdf
Cohen, J. T., Neumann, P. J., & Weinstein, M. C. (2008). Does preventive care save money?
Health economics and the presidential candidates. The New England Journal of
Medicine, 358(7), 661–663.
Georgia Southern University (2015). Strategic Research and Analysis. Retrieved from
http://em.georgiasouthern.edu/osra/student-enrollment-data/
Graves, K. N., Frabutt, J. M., & Vigliano, D. (2007). Teaching conflict resolution skills to middle
and high school students through interactive drama and role play. Journal Of School
Violence, 6(4), 57-79. doi:10.1300/J202v06n04_04
Nese, R. T., Horner, R. H., Dickey, C. R., Stiller, B., & Tomlanovich, A. (2014). Decreasing bullying
behaviors in middle school: Expect Respect. School Psychology Quarterly, 29(3), 272-286.
doi:10.1037/spq0000070

21. Program Proposal 21
Stanger-Hall, K. F., & Hall, D. W. (2011). Abstinence-Only Education and Teen Pregnancy Rates:
Why We Need Comprehensive Sex Education in the U.S.PLoS ONE, 6(10), e24658.
doi:10.1371/journal.pone.0024658
Transitions Learning Center. (2015). Retrieved February 11, 2015, from
https://tlc-bcss-ga.schoolloop.com/
United States Census Bureau. (2015). Retrieved from
http://quickfacts.census.gov/qfd/states/13/1373256.html
U.S Department of Health & Human Services, 2013. Bullying Definition. Retrieved April 29, 2015,
from http://www.stopbullying.gov/what-is-bullying/definition/
What role can physical education play in deterring violence in our society?. (2014). JOPERD:
The Journal of Physical Education, Recreation & Dance, 85(6), 49-51.